As you noticed on the town plan, street names in France and other French-speaking countries often commemorate famous people and historical events. In most French towns, you will find, for instance, rue/avenue/place/boulevard du Général de Gaulle or de la République or du 14 juillet (anniversary of the storming of the Bastille, which started the French Revolution).

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understand people talking about where and when they take their holidays and why;

write an informal postcard or letter identifying the advantages and disadvantages of a holiday resort and/or describing your own holiday plans;

make a short oral presentation about your holiday plans;

question other people about their plans;

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Epidemiology: An introduction Public health interventions need to be built on an evidence base and part of this evidence comes from epidemiology: the study of how and why diseases occur. Epidemiology is a bit like a game of detection. It involves identifying diseases, finding out which groups of people are at risk, tracking down causes and so on. This unit looks at some key types of data used in epidemiology, such as statistics on death and ill health, and introduces some techniques used in analysing data.Author(s): Creator not set

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Public health in community settings: An introduction This unit introduces you to some key aspects of community level engagement, in particular how to get to know the locality in which you want to work and how you might work in partnership with local people. In doing so, it gives you a sense of the nature and approach of community-based public health work. First published on Tue, 04 Dec 2012 as Author(s): Creator not set

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If ‘racial’ or ethnic differences are produced as part of a process that ‘racialises’ certain groups as ‘other’, how should services respond to the issue of difference? What practical steps can service providers take to ensure all members of the population, whatever their assumed ethnicity, have equal access to services and can participate fully?

Lena Robinson is a psychologist and social work educator who has written extensively on issues of cross-cultural communication for

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The unit you are about to study is exciting and stimulating. Working with adults in the community is changing at a pace that can sometimes feel bewildering. Practitioners are being asked to review what they are doing in a critical way and to adopt new approaches. For example, the word ‘community’ is one that we all use quite readily and is at the heart of many social work policies. However, we tend to take it for granted that everyone means the same thing when they talk about a com

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As well as asylums which housed people with mental illness and learning difficulties there was a turn towards a style of mass provision generally.

Development of special schools for disabled children began in 1750 when the first private schools for blind and deaf children were opened in Britain. The earliest public institution, run on a charitable basis, the London Asylum for the ‘support and education of the deaf and dumb children of the poor’, was opened in Bermondsey, south Londo

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At this point let us examine the idea of the ‘five giants’ (Want, Ignorance, Disease, Squalor and Idleness). Beveridge, remember, was not just writing about income protection; he had a vision of social reconstruction and social progress. The five giants represented the key areas of need for all of us – the areas where we should pool resources to tackle our needs collectively (see the box below).

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Margaret was in her thirties when she learnt she had breast cancer. Some three years later, after the removal of the affected breast, she was leading a very busy life working full-time at the Open University, studying part-time for an OU degree and running a family. Fitness activities such as jogging and various sports had become very important in her life. She was also very involved in cancer research fundraising activities. She described the impact of her brush with death in this way:

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David Lee of Leeds Teaching Hospitals NHS Trust, commenting on recent changes towards patient-centred care, said ‘The modernisation agenda stemming from the National Health Service Plan (Department of Health, 2000) is requiring major shifts in organisational and cultural thinking. The patient is increasingly being placed first and at the centre of every aspect of health care. In essence, health care and indeed ward routines are now expected to be driven by the needs of patients and users of

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This unit considers the type of care offered in hospitals, using Leeds General Hospital as a case study. The unit looks at the people who have roles within the hospital, how they interact with each other and patients and what they consider to be 'care'. The different approaches and contributions to care by doctors and nurses are explored and patients give their perspective on the care they receive.

This material is from our archive and is an adapted extract from Understanding Health

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Heller leaves no doubt about the horror and panic produced by a situation where action was urgently called for, yet there was no framework within which to construct action. He found himself desperately casting around for things to do, falling back on his trusty stethoscope as a way to ‘play doctor’, but finding it inadequate for the circumstances. He was clearly relieved when the drip equipment arrived, giving him a structured role. And even in this desperate situation he was concerned to

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So far I have focused on one-to-one interactions. Yet ‘defining a scene’ is often a group effort. Goffman says this involves teamwork, with all participants, in effect, agreeing to act and speak within an overall frame of reference. He suggests that it works like a theatrical play in which everyone has taken on a part within the scene. To play your part means setting aside all those aspects of yourself which are not relevant to your role. The scene works only because everyone plays their

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